Knowledge transfer from an e-learning course to clinical practice

Lahti, Mari; Kontio, Raija; Pitkänen, Anneli; Välimäki, Maritta

doi:10.1016/j.nedt.2013.09.003

Cited by 62 publications

(46 citation statements)

References 29 publications

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“…When the domestic and international studies are examined it is seen that the use of media tools and internet based learning resources have been studied, developed and evaluated, different e-learning models have been introduced and these models have been evaluated in the implementation process, e-learning and face to face learning implementations have been compared in terms of their advantages and limitations (Aydın & Biroğul, 2008;Bañados, 2006;Çakmak & Yılmaz, 2014;Karasar, 2004;Kassens-Noor, 2012;Lahti, Kontio, Pitkänen & Välimäki, 2014;Murphy, Worswick, Pulman, Ford & Jeffery, 2015;Reily, Vandenhouten, Gallagher-Lepak & Ralston-Berg, 2012).…”

Section: Yapılandırılmışmentioning

confidence: 99%

The Problems Related to Classroom Management Encountered in The Process of Using E-Learning Systems and Solution Suggestions

Dinçer¹,

Yeşilpınar-Uyar²

2016

Educational Administration: Theory and Practice

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Kuram ve Uygulamada Eğitim Yönetimi 2015, Cilt 21, Sayı 4, ss: 453-470 w w w . k u e y . n e t Atıf için/Please cite as:Dinçer, S. ve Yeşilpınar-Uyar, M. (2015). E-öğrenme sistemlerinin kullanımı sürecinde karşılaşılan sınıf yönetimi ile ilişkili sorunlar ve çözüm önerileri. ÖzAraştırmada eğitim fakültelerinde görev yapan öğretim elamanlarının e-öğrenme sistemlerinin kullanımı sürecinde karşılaştıkları sorunların sınıf yönetimi bağlamında incelenmesi ve bu sorunların çözümüne yönelik önerilerinin belirlenmesi amaçlanmıştır. Araştırmada nitel araştırma desenlerinden olgubilim deseni kullanılmıştır. Araştırmanın katılımcılarını ölçüt örnekleme yöntemine göre belirlenmiş 11 öğretim elemanı oluşturmuştur. Verilerin toplanmasında yarı yapılandırılmış görüşme formu kullanılmıştır. Verilerin analizde içerik analizi yönteminden yararlanılmıştır. Analiz sonuçlarına göre eğitim fakültelerinde görev yapan katılımcıların hem alana özgü derslerde hem de ortak derslerde e-öğrenme sistemlerini kullandıkları belirlenmiştir. Bu süreçte karşılaştıkları sorunların ise sınıf yönetiminin boyutlarını oluşturan etkili iletişimi sağlama, zaman yönetimi ve öğretimin yönetimi ile ilişkili olduğu, bu sorunların çözümü adına öğrenci katılımını arttıracak tasarımları, öğretim elemanlarının e-öğrenme sistemlerine ilişkin bilgi ve deneyimlerinin arttırılmasını ve öğretimin etkili bir şekilde planlanmasını önerdikleri ortaya konmuştur. Anahtar sözcükler: E-öğrenme, sınıf yönetimi, yükseköğretim AbstractIn the research, the examination of the problems that the instructors who work at the education faculty encounter in the process of the use of e-learning system in the context of classroom management and deciding the suggestions for the solution of these problems were aimed. Phenomenology design which is a kind of qualitative research design was used in the research. The participants of the research consisted of six instructors who were chosen according to the criterion sampling. The interview form that constitutes open-ended questions was used to collect the data. For analyzing the data, content analysis method was utilized. According to the result of the analysis, the participants working at the educational faculties use e-learning systems both in the classes specific to the field and shared classes. It was revealed that the problems they encounter are related to providing effective communication that constitutes the dimensions of classroom management, time management, and teaching method and they suggest that in order to solve these problems, the designs that increase the participation of the students, and the instructors' information and experiences about elearning systems should be enhanced and the teaching should be planned effectively.

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Section: Yapılandırılmışmentioning

confidence: 99%

The Problems Related to Classroom Management Encountered in The Process of Using E-Learning Systems and Solution Suggestions

Dinçer¹,

Yeşilpınar-Uyar²

2016

Educational Administration: Theory and Practice

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“…On the other hand, it could be argued that the self-reported evaluations were accumulated from a large number of participants, professions, programs, covering different topics and time spans, securing a broad platform of experience. The long-term impact of E-learning on clinical practice has been examined in a number of controlled randomized studies [28][29][30][31]. Some of these studies observed improvement in the knowledge, skills and clinical behavior of the personnel [30,31], while others only demonstrated slight, if any advantage over conventional learning [28,29].…”

Section: Limitationsmentioning

confidence: 99%

E-Learning Programs in Oncology: A Nationwide Experience From 2005 to 2014

Degerfält

Sjöstedt

Fransson

et al. 2016

International Journal of Radiation Oncology*Biology*Physics

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Background: E-learning is an established concept in oncological education and training. However, there seems to be a scarcity of long-term assessments of E-learning programs in oncology vis-á-vis their structural management and didactic value. This study presents descriptive, nationwide data from 2005 to 2014. E-learning oncology programs in chemotherapy, general oncology, pain management, palliative care, psycho-social-oncology, and radiotherapy, were reviewed from our databases. Questionnaires of self-perceived didactic value of the programs were examined 2008-2014. Results:The total number of trainees were 4693, allocated to 3889 individuals. The trainees included medical doctors (MDs; n = 759), registered nurses (RNs; n = 2359), radiation therapy technologists (n = 642), and, social and health care assistants (SHCAs; n = 933). The E-learning covered 29 different program classifications, comprising 731 recorded presentations, and covering 438 themes. A total of 490 programs were completed by the trainees. The European Credit Transfer and Accumulation System (ECTS; 1 ECTS point equals 0.60 US College Credit Hours) points varied across the educational programs from 0.7 to 30.0, corresponding to a duration of full-time studies ranging between 15 to 900 h (0.4-24 weeks) per program. The total number of ECTS points for the trainee cohort, was 20,000 corresponding to 530,000 full-time academic hours or 324.0 standard academic working years. The overall drop-out rate, across professions and programs, was 10.6% (499/4693). The lowest drop-out rate was seen for RNs (4.3%; P < 0.0001). Self-reported evaluation questionnaires (2008)(2009)(2010)(2011)(2012)(2013)(2014) were completed by 72.1% (2642/3666) of the trainees. The programs were overall rated, on a 5-categorical scale (5 = excellent; 1 = very inferior), as excellent by 68.6% (MDs: 64.9%; RNs: 66.8%; SHCAs: 77.7%) and as good by 30.6% (MDs: 34.5%; RNs: 32.4%; SHCAs: 21.5%) of the responders. Conclusions:This descriptive study, performed in a lengthy timeframe, presents high-volume data from multiprofessional, oncological E-learning programs. While the E-learning paradigm, across professions, seems to have been well received, it is imperative that prospective studies, benchmarking against traditional training methods, are carried out, examining the hypothesized didactic value of our E-programs.

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“…While the effectiveness of CPE has been the subject of much enquiry (Lee, 2011;Tame, 2013), very little has explored the impact of CPE on practice (Hegney et al, 2010) and there is therefore insufficient convincing evidence to demonstrate that investment in CPE has a tangible impact on practice and patient care (Gijbels et al, 2010;Cotterill-Walker, 2012;Lahti et al, 2014).…”

Section: Introductionmentioning

confidence: 99%

“…The overall impact of CPE on practice therefore remains unclear (Cotterill-Walker, 2012;Lahti et al, 2014). …”

Section: Introductionmentioning

confidence: 99%

Illuminating the process: Enhancing the impact of continuing professional education on practice

Clark

Draper

Rogers³

2015

Nurse Education Today

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Knowledge transfer from an e-learning course to clinical practice

Cited by 62 publications

References 29 publications

The Problems Related to Classroom Management Encountered in The Process of Using E-Learning Systems and Solution Suggestions

The Problems Related to Classroom Management Encountered in The Process of Using E-Learning Systems and Solution Suggestions

E-Learning Programs in Oncology: A Nationwide Experience From 2005 to 2014

Illuminating the process: Enhancing the impact of continuing professional education on practice

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